This is not subversive of inherited divisions of labor in the home.

This teaching only adds to the economic security of both sexes and may make the men of the future able to exist comfortably without so much personal service from their womenfolk, and, above all, may make the home a more perfectly cooeperative centre of our social order.
=A Graduated Scale of Virtues.=--In the French _Categories_ of "Moral and Civil Instructions," first outlined in 1882 and perfected and applied in 1900, the children of the Public Schools of that country have their attention called first to the duties related to "Home and Family," going on from that topic to "Companionship, The School, Social Life, Animal Life, Self-respect, Work, Leisure and Pleasure, Nature, Art, Citizenship and Nationality," and ending with a study of the "Past and Future." The latter topic indicates an intent to give in some fashion the idea of human progress and something of its outstanding points of interest and value.

Other moral codes aim at some sublimation of history and literature as a finish to courses in ethical instruction.

It is for the student of social progress to insist that such study of the past, linked to the study of the present and to some hopeful outline of the future, be not used merely as a capstone but shall be woven in, as warp and woof of all education, as it touches every side of life.
=Types of Education.=--Dr.Lester Ward, in his _Dynamic Sociology_, lists the various types of education we must cherish and realize in the common life as follows: "The Education of Experience; The Education of Discipline; The Education of Culture; The Education of Research; The Education of Information." To this list, with which most educators would be in agreement, the believers in the "New Education" might add the Education of Development of Personality.
Experience, discipline, culture, research, and information are, however, the great means by which the personality absorbs the social inheritance and thus finds its own place in the social whole.

The early initiation by the family to all these means of personal development is not yet exhausted either in function or in social usefulness.